Matt+SherwoodLBF

Executive Summary
For this analysis, I have analyzed a database of over 200 responses to the survey regarding boring and fun educational experiences. In order to extract observations from the database, I filtered the database with the key words such as "formal, online, hands-on, and high school." In each of these queries I varied which question I was searching in order to come up with an appropriate number of responses. For example, I filtered all of the boring and fun class descriptions with the word "formal". Alternatively, in order to research those with a graduate degree, I simply filtered out all of the responders with a different educational level. In each of the queries, the summary statistics were very helpful in noticing patterns in each group, and then the individual responses were studied for similarities with other respondents.

My findings showed that boring and fun classes could come in various educational settings and with different types of students. Online classes were not more interesting simply because they were online, but rather required extra amounts of multimedia and student creativity and thinking to be considered fun. Formal classes were listed as boring more often than fun, the difference being that in fun classes students were encouraged to interact with the instructor, students, and technology. These students in these classes were also thinking creatively and critically, presenting, and performing in hands-on activities and projects. When studying hands-on learning, I noticed that students resented not being allowed to practice in skills-based classes. In relation to high school students, a surprising number of good and bad educational experiences were centered around the rapport and relationship students had with their instructor.

What Makes Learning Boring?
Interestingly, 66 people surveyed described formal lessons as boring. These classes seemed to be the stereotypical college classes where the professor lectured in a monotone voice and the students were expected to quietly sit and take notes. Under these circumstances, Fannie Mae was not able to adequately learn even though the professor was very nice and friendly, and the topic was a personal interest. Mr. Excitement was also expected “sit and git” as a professor read case law while sitting behind a desk. Most people would have a hard time learning under these circumstances.
 * Observation 1: Formal classes where students are simply expected to listen, watch, sit still, and remember are frequently considered boring.**

Graduate students, in 57 instances, listed the same criteria for a boring class that students who had a boring formal class. Contrary to my suppositions, they were not significantly more tolerant of boring lectures than their lesser educated peers. “Retired Teacher” noted that what made the class so bad was a “Lack of collaboration, creative or critical effort, or involvement in the world”. Krisco shared that it was hard to remain focused without any interaction during a boring lecture. This same student also complained about the difficulty of learning when the instructor can’t communicate English fluently. Several other students, such as Fannie Mae, also noted language difficulties as a barrier to maintaining interest.
 * Observation 2: Graduate students are not more tolerant of classes where they are simply expected to listen, watch, sit still, and remember.**

While only six students listed an online lesson as the most boring educational experience, the lesson drawn from their responses indicates that the technology alone did not make the online classes interesting. Boring lectures over the internet are still boring lectures. If anything, an online instructor must go to extra lengths to provide mental stimulation and ensure that students and the instructor interact. This idea is backed up by Democan who said, “It was boring because it was online as opposed to being instructed in a classroom where there would more interaction with humans.” The worst kind of online class even can remove human interaction as EcuaKatie said that, “we were expected to read webpages full of text. There were several chapters of pages of straight text and minimal graphics…”
 * Observation 3: Technology alone will not make an online class interesting if students are simply expected to listen, watch, sit still, and remember**.

When the subject area lends itself to hands-on experiences, students resent having to sit through lectures where they are not allowed to practice the skill or material being taught. Such is the case with Appletown Android, who shared that, “The nature of the material this class focused on made it a perfect candidate for hands-on learning and that was completely missed by the instructor.” Furthermore, ArcheryNoni complained that, “The training was supposed to be a hands-on learning experience about a new web-based software application. Instead it was a lecture with no interaction.” This goes to show that if students expect to be active and practicing a new skill and are not given the opportunity, they will tune out if the lesson and not learn as well.
 * Observation 4: Not offering hands-on learning experiences when it is appropriate is a turn-off to students.**

Of the 19 students who shared about boring high school experiences where they were just expected to listen, sit still, and learn, a high number complained of personal problems that they had with the instructor that contributed to their lack of learning. For example, Mrs. Teacher noted that, “The instructor was an old man who wasn't very approachable. There was no interaction whatsoever. We simply sat and listened.” The similar comments came up frequently. Booby said the instructor had a “bleak and hopeless outlook on the world” and Honky Cat enjoyed the subject of math, but hated that math class “not because of the work, but because of the instructor.” Other students who didn’t like their instructors attributed bad motives to them such as Roma Ragu who said her teacher just wanted to see how much work she could “pile on her”, and Redheadjen who said that, “He thought that if you didn't constantly raise your hand to answer questions, you couldn't possibly be smart enough for the class.” The student frustration is obvious in all of these examples.
 * Observation 5: An unfriendly or unapproachable instructor actually inhibits the learning in high school students.**

**What Makes Learning Fun?**
Of the 54 respondents who listed a fun “and” formal learning experience, the majority all listed the factors above as well as the traditional expectations that they listen, watch, and remember. They main exception was that they were not typically expected to sit still. Rock Monster illustrates this very well by describing a wine tasting class that “was very interactive and fun because we got to use all our senses and explore the different wines. The instructor guided the learning, but let us figure out things on our own. We got to interact with each other and share what we each thought of the wine.” The point being that they didn’t just hear about wine, but they tasted, smelled, and discussed their opinions about it.
 * Observation 1: Formal learning experiences are considered fun when students are allowed to interact with learners, the instructor, and technology, as well as move around, perform, and think in creative and critical manners.**

While the data showed more tolerance for sitting still in a class, graduate student expectations were almost identical to younger students in a high school setting. This was well illustrated by Krisco who shared that they “//l//earned //a// process of strategic planning while doing brainstorming and creativity exercises in an interactive environment.” The instructor in Krisco’s class was a “great facilitator who used well-planned exercises.” And Emma Z. focused on an area not hit on by this survey by saying, “The professor taught the course through story telling” and he “brought //the material// to life through his style of lecture.” The lesson being that even higher educated and older students yearn for a class to be fun and are not interested in wrote lectures.
 * Observation 2: Even students in graduate level programs want fun classes where they are allowed to interact with learners and the instructor, use technology, move around, perform, and think critically and creatively.**

Not surprisingly, the key to a good online class seems to be making the students think creatively and critically while supplying a stimulating environment. The data showed that creating this environment online is rare, since only four students listed an online class as their favorite learning experience. The respondents seemed to be very self-guided and very interested in the subject. For instance, Scott took a self-guided, online interactive course where it was rich in text, pictures, and videos. What he liked the most was that he “could skip it and go to the next section” if he proved competent. Another student, KC, was very interested in the subject and appreciated the “open-ended questions that required creative and critical thinking, rather than rote memory.”
 * Observation 3: Online classes are more fun it students think critically and creatively while interacting with the other students, technology, and multimedia.**

Students who listed a “hands-on” class as their favorite educational experience appreciated the immediate opportunity to practice what they were learning. Honky Cat appreciated a cooking class because they were “taught techniques that we were able to immediately practice… in the class.” Another student, Sam-I-Am, enjoyed being in a photography class where they could “critique each other's work.” This observation verifies the time-honored notion that most people “learn by doing”.
 * Observation 4: Students enjoy hands-on classes where they are allowed to practice what they are learning and interact with peers.**

Interestingly, many who listed a fun learning experience from high school wrote very fondly of their instructor. Scientist wrote that the “instructor used humor to gain our attention, and personalized the information making it more relevant.” And DG mentioned “the teacher, Frances Fey, was good and interesting. We felt he was almost like a fellow student.” Janna loved the class “because of the instructor” and Roma Ragu has “never forgotten the teacher or the economics class.” Astrologer loved her teacher for his “intelligence, critical thinking, and fantastic sense of humor.” She said she “never had a teacher like Mr. Albaum again, in the following 30 years of schooling.” The positive effect of a good personal relationship with the teacher on learning should not be underestimated.
 * Observation 5: A good relationship with the instructor enhances the learning for high school students.**

Implications
There were several important implications that I was able to gain from this analysis.
 * **Students of every age and educational level appreciate and define educational fun similarly.** Therefore, the idea that the older students get the more they should be expected to sit still and learn is simply not true. Even graduate-level students defined fun learning experiences as being interactive, creative, and hands-on. Teachers must strive
 * **Online instructors must make extraordinary efforts to engage their students using multimedia, peer interaction, and critical thinking.** Since online classes are missing the face to face interaction and hands-on experience, instructors must find additional ways to engage students communication and thinking processes. Chatting, multimedia, and web 2.0 collaboration can help to accomplish this task.
 * **When teaching practical skills such as software and computer skills, always provide students an opportunity to practice.** Analysis showed that students become very frustrated when they are expected to learn skills without practice. It is very difficult for students to learn practical skills simply by lectured on them.
 * **A teacher who keeps a good rapport with students will maintain student interest better.** The anecdotal lessons learned above shows that teachers should place a premium on keeping good and healthy relationships with students. Students loved teachers who laughed, told stories, were fun, thoughtful, and who trusted them to interact with their peers in rich hands-on experiences.